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Mastery learning (or, as it was initially called, "learning for mastery"; also known as "mastery-based learning") is an instructional strategy and educational philosophy, first formally proposed by Benjamin Bloom in 1968. [1] Mastery learning maintains that students must achieve a level of mastery (e.g., 90% on a knowledge test) in prerequisite ...
Mastery learning is an educational philosophy first proposed by Bloom in 1968 [8] based on the premise that students must achieve a level of mastery (e.g., 90% on a knowledge test) in prerequisite knowledge before moving forward to learn subsequent information on a topic. [9]
Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning.
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals. The taxonomy divides learning objectives into three broad domains: cognitive ...
Bloom's taxonomy – Classification system in education; Decision theory – Branch of applied probability theory Grand strategy – Long-term strategy employed by a nation to further its interests; Dreyfus model of skill acquisition – Model of learning; Dunning–Kruger effect – Cognitive bias about one's own skill
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
Benjamin Bloom took up the term in 1968 in the book Learning for Mastery to consider formative assessment as a tool for improving the teaching-learning process for students. [9] His subsequent 1971 book Handbook of Formative and Summative Evaluation , written with Thomas Hasting and George Madaus, showed how formative assessments could be ...
Joseph McVicker Hunt (March 19, 1906 – January 9, 1991) was a prominent American educational psychologist and author. He promoted and researched concepts related to the malleable nature of child intelligence (also promulgated by Benjamin Bloom).